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Expressing Needs: The child is able to tell a parent she is hungry or uncomfortable by purposefully crying/fussing.
"Lily hasn't eaten lunch and is very hungry, so she cries when her father picks her up." -
Begins to attend to social patterns, is aware of strangers and unfamiliar situations.
- “Lily makes eye contact to mom and the person she’s talking to” -
Lily starts producing reflexive sounds and is now able to distinguish own language. Cooing and "gooing" begins
Mitch walks over to Lily's crib and before he reaches Lily, Lily is already producing sounds like "guhhh" and "aaahh". -
Early Communicative Intent: This is when the child is able to laugh, vocalize, and anticipate their caregiver's reaction.
"When Lily and her father are playing peek-a-boo, she lets out a giggle every time her father shows his face from behind his hands." -
Vocal play and babbling begins.
Lily's cousin Alex comes over to play with her. Alex rattles a toy in Lily's face as she is laying down. Lily gets excited and starts with a soft coo which then turns into a high pitched squeal. -
fixes gaze on face and engages in joint attention and understanding familiar names (“mama”, “bottle”)
- Lily fixes her gaze on her mother’s face, then looks toward a toy when her mother points (showing joint attention). When her father says “bottle,” Lily turns toward the bottle, indicating understanding of familiar words. -
Reduplicated babbling begins
Cam puts a bowl of food for Lily, he goes to grabs a spoon. Lily is anticipating the food is saying "da-da-da-da-da!" As if chanting for that food -
Differentiate Own Name: At this milestone, the child is able to differentiate their own name from other words, recognizing intonation patterns.
"When her father wants to get her attention, he looks toward his child and says 'Lily' in a high-pitched voice. In response, Lily turns around and smiles at her father." -
Intentional Gestures: At this point, the child is able to use gestures (pointing, showing, giving) to either request or share attention.
"Lily wanted her dad to look at the dog across the street on their walk, so she vocalized a high-pitched babble and pointed to the dog." -
Lily comprehends simple routines (“bye-bye”, “up”) First words appear; often tied to familiar people, objects, routines.
- Lily's dad waves and says “bye-bye,” she smiles and waves back.
- She also says simple first words like “mama” and “ball" -
Lily begins to use gestures and verbal commands to communicate intentionally.
- Lily reaches toward the snack or holds their empty cup and says “eat” or “more”. -
Approximations: At this time, 50% of the child's utterances consist of single sounds. "When on a stroller-walk with her dad, Lily shouts 'Da!', attempting to say 'dog' and show it to her dad."
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Intelligibility: Around this stage, the child's speech is mostly unintelligible to strangers/unfamiliar people but has some recognizable words like "mama" and other recognizable syllable shapes (CV or CVC). "At the park with her parents, Lily says, 'Dada, ba.' Her father knows she's saying 'Dada ball,' only because he's familiar with the way she says it."
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Lily starts to recognize taking turn in a conversation by using verbal turn talking.
- Cam sings "twinkle, twinkle, little…”
Lily says "star!"
Cam says "yes, good job!" -
Negation: Currently in Brown's Stage I, the child shows early negation and simple two-word combinations. "When Cam is attempting to put her to bed, Lily constantly says, 'No bed!' and stomps her feet."
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Uses between 2 and 30 words and able to link those words to concepts
Lily and Cam are in the kitchen. Lily sees apples in the fruit basket and there is also a red ball in the kitchen. Lily points to the apples and says eat and then she picks up the ball and says play! -
Grammatical Morphemes: Child begins to use grammatical morphemes, with first markers like possessive 's and progressive -ing emerging. "When playing in her father's closet, Lily excitedly picks up a shoe and says, 'Daddy's shoe!' while running around."
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"Vocabulary spurt", able to combine words and their understanding. Verbs and adjectives start.
Lily's grandpa Jay gave her a cookie. Lily is done with her cookie but knows that the cookies are kept in the white jar in the counter. Lily points to the jar and says "more cookie!" -
Lily begins to add a word to a gesture leading to two- gesture combination.
- Lily waves "bye" while saying "bye-bye"
- Lily Points toward the door, then reaches up toward dad. Indicating “I want to go outside, pick me" -
Lily begins to use imaginative, heuristic and informative language functions.
- Lily sees a butterfly spreads her arms "look daddy, I'm a butterfly" -
Intonation: The child is able to ask questions with a purposeful rise in intonation. "When Lily needs more milk during breakfast time, she asks her father, 'Dada, milk?' intentionally making the word 'milk' higher in pitch."
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Child moves from 2 work utterances into more complex structures. Vocabulary is growing. Understands about 500 words and produces about 200.
Lily and her grandma Gloria are in her playroom cleaning up. Gloria tells Lily to but her big bear in her bed and her smaller bear in her toy bin. Lily correctly performs both actions -
Lily starts engaging in short dialogues.
- Dad asks Lily "what are you building?”
Lily: “tower”
Dad: “wow! can I help?”
Toddler: “yes! you do blue one.” -
Vocabulary is over 300 words. Use of grammatical morphemes and complex sentence structures.
Lily and her dad are in the laundry room. Cam asks Lily to put her socks under the black basket not the white one. Lily correctly lifts up the black basket and puts the socks underneath. -
Multi word sentence stage and is approaching adult like comprehension and expression.
Lily's cousins Hailey and Alex take her to the park and are getting ready to go back home.
Lily points to the slide and asks, "come here tomorrow?" -
Intelligibility: At this stage, the child is able to pronounce about 80% of words intelligibly. "When at the store with her parents, Lily gasps and says, 'Dada I want da big cookie!'." -
Beginning to master the complex semantic structures for adult conversations.
Lily is coloring with her grandma Gloria when her crayon breaks in half. Lily says "it broke because I pushed too hard. Now I need a new one." -
Lily clarifies and request clarification during conversations.
- Lily said "I want nana"
Dad: " a what?"
Lily: I want a banana"
- Dad: "we are going to the vet."
Lily: what's a vet?"
Dad: "that's the doctor for animals"
Lily: "oh, doctor for doggy" -
The child is able to use pronouns such as "they," "them," and "us." "When going to the store with her father, Lily asks, 'Can I bring my stuffie with us?'"
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Phonology:
Lily begins to develop shallow phonological awareness abilities.
- Dad is reading he can in the hat
Lily recognizes the rhymes " and says " cat hat sounds the same, also bat"
Syntax Morphology:
Lily uses four-five word sentences, uses ‘and’ in sentences
- Lily is playing with her doll house and says" mommy sit here and eat" “baby sleep in the bed and Mommy read book" -
Phonology:
Lily continues to refine articulatory skills.
- Lily was playing with her baby doll and tells dad "baby you spill you milk"
Syntax Morphology:
Lily uses pronouns and adverbs of time
- Lily is playing with her neighbor but dad calls Lily inside to eat and Lily tells dad "I want to play again tomorrow" -
At this time, the child uses 1000-1500 words and understands some relational terms, such as "hard" and "soft." "'This teddy bear is soft, but his shoes are hard.' Lily tells her father."
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From basic requests to more complex conversations and social interaction
Lily runs into the living room where her dad Cam is eating. Lily holds up a new toy and says, "Look! This has a big red thing. What does it do?" -
Phonology, Syntax, Morphology:
Lily has mastered most consonants and uses
articles, past tense, and contractions consistently.
- Lily's teacher asks Lily what she did yesterday and she responds " I play with my friend yesterday" -
At 44 months, the child is able to understand some kinship and can use syntactic information to narrow down the possible meaning of words. Cam: "Lily, hunny, can you please put the lid on that jar, please?"
Lily: "Oh! The lid is the top part!" -
Understand indirect requests and nonverbal pointing
Mitch is on a phone call. Lily walks up and says, "Dad, I saw a firetruck today! It was red and so loud!" Dad holds up a hand to indicate "one moment" and continues his call. A minute later, Lily waits for Dad to pause, then says, "and the firetruck had a big ladder!" -
Lily combines seven words in sentences, uses contractible and contractible auxiliaries, and irregular third person verbs
Lily is playing kitchen and she was pretending to make food and says "I am making pancakes for daddy" a cousin is helping lily "cook" and says "she is helping me cook the pancakes" -
The child can use reflexive pronouns such as "himself," "herself," and "itself." "While playing house with her aunt, while holding up her doll, Lily excitedly says, 'She put her shoes on all by herself!'"
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Begins to use logic and able to organize functions Lily asks for a cookie before dinner. Dad says "It's almost dinner time, cookies are for after dinner." Lily says, "But I need to try the cookie now because I have to see if the chocolate parts are crunchy, and if they're crunchy, then I won't ask for ice cream later!"
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The child can successfully format questions containing "what do," "what does," and "what did." "Becoming impatient, Lily walks up to her aunt and asks, "What's for dinner?'"
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Uses indirect requests
Lily is drawing with her cousin Alex. Lily needs the blue crayon that is sitting next to Alex. Lily says "Oh that blue crayon looks lonely." Alex reaches over for the crayon and gives it to Lily and says "here yo go, so it's not lonely." -
Syntax Morphology:
Lily uses subordination and coordination in
sentences, irregular plural forms consistently
- Lily says "I like this blue wand because it goes my dress, but its too big" -
Phonology (56 mo):
Lily is intelligible in connected speech.
- Lily runs up to her teacher after playing on the slide and says: “I went down the big slide, and then I ran all the way to the swings. Emma pushed me really high” -
Child has a high degree of confidence regarding social rules of language
Lily is telling Cam about the movie she saw with her cousins. Cam interrupts Lily and says, "Wait, Lily did you remember to put your cup in the sink?"
Lily responds and says, "Yes, I did. Now like I was saying", and continuous her story. -
The child can use deictic terms such as "this," "that," "here," and "there." "When at the candy shop with her father, Lily jumps up and shouts, 'Oh! I want that one and that one!' pointing to the lollipops."
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The child is highly effective, adaptable and socially aware communicator
Lily is watching Mitch try to find his misplaced keys. Mitch says, "These keys play hide and seek every morning." Lily says, "they are the sneakiest, but they are always in the couch, so they lose." -
Phonology:
Lily knows how to spell her name and shows only
languishing difficulties with the later- developing sounds.
- Lily's teacher asks her to spell her name and Lily says "L-I-L-Y"
- Lily is playing with her pink dog plushie and says: "This is my puincess doggy. She will come to school."
Syntax Morphology:
Lily is able to combine eight words in sentences.
- At school, Lily did a class activity with plants and Lily shares " my flower is taller than the other plants"